C H AR T I NG A PAT H TO G E N D E R I N C LU S I V E S C HO O L S
“
Another attribute of independent schools
that further positions them to engage in
gender-inclusion work is their longstand-
ing history of practitioner inquiry and
scholarship. Coupled with generally high
levels of continuity among staff and lead-
ership, this culture can help schools avoid
reactively responding to gender-related
issues, instead working to make reasoned,
well-informed decisions. Instead of react-
ing as the learned, such measured ap-
proaches are yet another example of why
learners are best suited to implement a
truly gender inclusive philosophy.
This work is not just a
matter of feel good,
political correctness. It
is not a fad. We simply
can’t afford not to
engage in it.
”
There remains an even more fundamental
reason for seeking greater gender inclu-
siveness. When we show our kids that they
can do and be anything they choose, that
they do not need to limit their hopes and
dreams based on contrived notions of gen-
der, an entire world of possibility opens up
for them. This work is not just a matter of
feel good, political correctness. It is not a
fad. We simply can’t afford not to engage in
it. Given the many problems we are facing
in our world today, we need every one of
our students to be able to bring their full
selves to the challenge of solving them.
Creating gender inclusive schools is a posi-
tive step in that direction. l
Finally, there are many compelling reasons
for doing this work. As noted, we as a soci-
ety are talking about gender in ways that
are new and transformative. Gender im-
pacts the lives of all young people, and for
transgender and non-binary students, it is
at the heart of the mistreatment and dis-
crimination they frequently encounter. On
a growing basis, various legal requirements
make not doing this work simply irrespon-
sible for any institution. For some students
who lack support at home, a gender inclu-
sive school may represent their only safe
harbor in a sea of rejection.
Joel Baum is the Senior Director of Professional Development at gender spectrum, a non-profit
organization whose mission is to create a gender-inclusive world for all children and teens. Joel
has spent his 30 years in education focused on issues of social justice and equity. He has worked
as a middle school science teacher and school administrator, a district administrator, a school
reform coach with National Equity Project, and a professor at California State University, East
Bay in the Department of Educational Leadership. Find out more about gender spectrum and its
resources at www.genderspectrum.org.
CSEE Connections
Summer 2019
Page 19